1. Training School Leaders in Chile. Quantity, quality and timely José Weinstein Head Innovation Center of Education Fundación Chile

2. Characteristics of Chile  Population: Total (millions ) 16.572 (Census, 2012)  GDP (current US$)(2011): 281 billion (LatinIndex)  GDP per capita (current US$) (2012): 17.974 (IMF)  Poverty: 14.4 (CASEN 2011)  Students K-12: 3.700.000  Teachers K-12: 170.000

3.  Chilean student results improved 40 points in Reading between 2000 and 2009, approaching the OECD average.  Chile is the country showing the second largest increase in Reading results between 2000 and 2009. Peru is the country showing the greatest increase (43 points). Nota: La comparación considera 23 países OCDE que participaron en las tres mediciones Improvement on international tests: Chile is ranked second among the countries that most improved in Reading in PISA 2000-2009

4. Chile is one of the countries that most improved in TIMSS 2011

5. Though still far from where we would like to be

6. Strengthen the instructional leadership capacity and impact the quality of teaching and learning of school principals and leadership teams in both public and private sector schools. A main Challenge Improved instructional leadership

7. The new situation of the principal… Role definition: a pedagogical leader More requests and goals to achieve More powers and resources (SEP)

8. Ingvarson (2006)

9. DIMENSIONPRACTICES Direction-Setting Making an effort to motivate others with respect to their own work, establishing a “moral puropose” Vision (building a shared vision) Objetives (promoting acceptance of group objetives) High performance expectations People Development Building the knowledge and abilities required by the staff to meet the organization goals as well as the commitment and resilience required for ongoing progress in this endeavor. Individualized attention and support to teachers Intellectual attention and support Modeling (ongoing interaction and visibility with teachers and students) Organization Redesign Establishing the work conditions enabling the staff to develop their motivation and capacities to the highest possible degree. Building a collaborative culture Structuring an organization facilitating work Developing a productive relationship with families and the community Connecting the school with its enviroment (and its opportunities) Instructional (teaching and learning) Management in the school Managing classroom practices and supervising what happens inside the classroom Staffing Provision of technical support to teachers (supervision, evaluation, coordination) Monotoring (of teacher practices and student learning) Avoidance of staff distraction from aspects not at the core of the work Leithwood School Leadership Model (2007).

10. School Leader Practices in Chile Source: Author’s elaboration according to teacher survey. Percentage of teachers answering “strongly agree” concerning practices in each of these areas or dimensions.

11. Instructional Management : the weakest practices Source: Author’s elaboration according to teacher survey.

12. Coherence and steps in principals’ training Training for principals Steps on profesional career Profesional Standards for leadership

13. Models of use and development of standards

14. Functional and behavioural standards for principals Functional DimensionsBehavioural dimensions To establish a guiding mission Flexible management for change To generate organizational conditions Communication School living together Values Personal developmentLinks theory and practice Pedagogical management

15. TOTALMUNICIPAL SUBSIDIZED PRIVATE NON-SUBSIDIZED PRIVATE % With a Diploma or Postgraduate Studies 69.789.056.865.4 % With a Master’s Degree 44.260.631.847.9 % With a PhD4.45.03.08.8 Studies Subsequent to the Initial Professional Degree for School Principals in Chile: QUANTITY! Source: Author’s elaboration based on principal survey.

16. But not timely…(OECD, 2008)

17. To help improve the quality of the Chilean Education developing innovative high impact solutions in the School System. “ “  10 years working in education  Strongly linked to the reality of the school  The team of professionals (60) that make up the Education Center is a multi- disciplinary group  3 contributions on training principals: different training models (Master, Diploma, Stages); Passion for leading in the web site; and research and debate Center for Innovation in Education. Our mission:

18. 110 Participating Establishments  Development of teacher and principal skill profiles  Workshops with principals to develop good teaching practices  Skills diagnosis for professional development  Performance Evaluation Systems Leadership and Management Skills and promotion of good practices

19. An effective leadership of the principal and his (her) team suppose the development of different skills and competencies… Map of Principal’s Competencies, Fundacion Chile SKILLS & COMPETENCIES APPROACH

20. Leadership and Management  Master on Management and Quality School Leadership  School Management Consultants Course (Chile & Brasil)  Participation in governmental training program “Directores De Excelencia”  Principals’ Induction Course into the Chilean School System Establishments in process of improvement More than 2,300 130 Directors specializing in Leadership and Management More than 1,000 People trained More than 1,850 establishments with seal of quality

21. Master of School Leadership and Management in alliance with University of Toronto (OISE)

22. Diploma on Leadership for Learning Competencies Assessment 1 Current school context and educational change 2 School leadership (OISE) Professional Developme nt Plan 3 Team building Work with teachers 4 Monitoring teaching for improvement 5 Instructional support

23. Canadian Internship with the Ontario Institute for Studies in Education of the University of Toronto The program have been successfully implemented and, since 2011, more than one hundred school principals have participated… The focus of the program is to develop instructional leadership skills. 75% of the courses are based on classroom observation in schools, collaborative work, and principal–teacher support

24. Educarchile, Chilean educational website news Ressources policies opinions Principals’ column

25. Professional Development Skills Cases Tendencies

26. Multiple seminars, books and conferences

27. Ending thought: the relationship between programs and policies Policies give context and conditions for programs Programs concretise policies and can influence policies. Forms of scaling up…

28. Annex

29. A Complex Reality… Public Schools Administrators Today: 345 Public Schools Administrators Today: 345 Private Subsidized schools administrators Today: 3.278 Private Subsidized schools administrators Today: 3.278 Public Schools Today: 1.380.000 students in 6.100 schools Public Schools Today: 1.380.000 students in 6.100 schools Private subsidized schools Today: 1.800.000 students in 4.300 schools Private subsidized schools Today: 1.800.000 students in 4.300 schools School Administrator 17,7 1,32 Number of schools per school administrator

30. System’s rector organism System’s rector organism Oversees and enforces sanctions Oversees and enforces sanctions Assessing learning outcomes Assessing learning outcomes Approves curriculum and reports Approves curriculum and reports A stronger rol of the State: the new institutional organization Ministery Of Education National Council of Education curriculum Agency for Quality School Super- intendency

31. “We are all stressed because we have to produce results…” (school principal) “The results are what count…” (school principal)

32. Apoyo de la Política Pública  Infografía planes de superación

33. “ HAZ CAPAZ A TU ESCUELA DE TODO LO GRANDE QUE PASA O HA PASADO POR EL MUNDO” Gabriela Mistral. “…MAKE YOUR SCHOOL PROFICIENT IN EVERYTHING SIGNIFICANT HAPPENING OR THAT HAS HAPPENED AROUND THE WORLD”

34. Wise (2010)

35. West Burnhman (2009)

36. National Professional Standard for Principals (Australia)